Comprehensive School Improvement Plan Southern Elementary School

Comprehensive School Improvement

Plan

Southern Elementary School

Ohio County

Summer Hines, Principal 3836 Hwy 231 S Beaver Dam, KY 42320

Document Generated On February 14, 2017 TABLE OF CONTENTS

Introduction 1

Phase I - Equitable Access to Effective Educators School Diagnostic

Introduction 3

Equitable Access to Effective Educators - School 4

Phase I - The Missing Piece

Introduction 10

Stakeholders 11

Relationship Building 12

Communications 13

Decision Making 15

Advocacy 17

Learning Opportunities 18

Community Partnerships 19

Reflection 20

Report Summary 21

Improvement Plan Stakeholder Involvement

Introduction 23

Improvement Planning Process 24

Phase I - Needs Assessment

Introduction 26

Data Analysis 27

Areas of Strengths 28

Opportunities for Improvement 29

Conclusion 30

2016-17 Plan for Comprehensive School Improvement Plan

Overview 32

Goals Summary 33 Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19. 34 Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019. 36 Goal 3: Increase the percentage of proficient programs in the visual and performing arts, PL/CS, writing, K-3 program, and Global Competency/ world Language. 37 Goal 4: Ensure that all teachers receive further training and are provided support and guidance of the Professional Growth and Effectiveness System (PGES) and increase the effectiveness of teachers to 100% by 2020. 39 Goal 5: Novice Reduction 39

Activity Summary by Funding Source 41

Phase II - KDE Assurances - Schools

Introduction 45

Assurances 46

Phase II - KDE Compliance and Accountability - Schools

Introduction 53

Planning and Accountability Requirements 54

Executive Summary

Introduction 77

Description of the School 78

School's Purpose 79

Notable Achievements and Areas of Improvement 80

Additional Information 81

Comprehensive School Improvement Plan Southern Elementary School

Introduction

The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component.

Needs Assessment: http://education.ky.gov/school/csip/Documents/Effective%20Needs%20Assessment.pdf Goals: http://education.ky.gov/school/csip/Documents/Effective%20KBE%20Goals.pdf Objectives: http://education.ky.gov/school/csip/Documents/Effective%20School%20Objectives.pdf Strategies: http://education.ky.gov/school/csip/Documents/Effective%20Strategies.pdf Activities: http://education.ky.gov/school/csip/Documents/Effective%20Activities.pdf Executive Summary: http://education.ky.gov/school/csip/Documents/Effective%20Executive%20Summary.pdf

KDE encourages the use of the 30-60-90 day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan.

Phase I - Equitable Access to Effective Educators School Diagnostic

Introduction

National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky’s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky’s Plan Submitted to U.S. Education Department http://education.ky.gov/teachers/PGES/Documents/Teacher%20Equity%20Plan.pdf

Equitable Access to Effective Educators - School

Label Assurance Response Comment Attachment School Equity Data Complete the School Equity Data tab for this I School Equity (1) diagnostic. Include at least one other self- acknowledg Diagnostic selected indicator for consideration. e that I have *Self-selected data could come from a variety of uploaded sources. It should be relevant to the needs of the School the school. Examples could include: principal, Equity Data. teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below:

Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators.

Over half of our school qualifies for free/reduced lunch and over 10% of our population qualifies for special education. 73 kids of our tested students scored novice in reading, so we are working to reduce our 21.9% school-wide novice rate for reading.

After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included.

Poverty, students not attending preschool, and outside/ home factors influence educational barriers. Our district preschool department is addressing kindergarten readiness and our FRC coordinator is working with our parents to address the barriers affecting students at home, such as lack of employment, budgeting, and drug abuse.

Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I School Equity school's most recent measures in the Equity tab acknowledg Goals of the School Report Card to set equitable e that I have access goals for the next three years. The uploaded measures include: Working Conditions, Overall the School Teacher and Leader Effectiveness, Overall Equity Goal Student Growth, Percentage of new and KTIP Data. teachers, and Percentage of Teacher Turnover.

***Goals should reflect an analysis of barriers, root causes and strategies.

Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, job- embedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities.

The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities.

The school may choose to provide an optional narrative response to include any additional information, but this is not required.

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy1: Guided Planning - Teachers and principal will meet regularly with specific objectives. At least three times per week teachers will meet during their planning time with content area teachers and the principal to review students' work and assessments, look at standards mastery, and have accountability within the expectations of the continuums. Category: Continuous Improvement Research Cited: KDE Novice Reduction Coach shared best practices of administrative/teacher discussions and ongoing checking of data, Expectations being developed, shared, & monitored

Activity Funding Amount Activity - Formative Assessment Checks Type Begin Date End Date & Source Staff Responsible Principal and teachers will regularly look at student work and formative assessments, how Academic they directly relate to the standards, and how Support 08/10/2016 05/26/2017 $0 - No Funding Principal and teachers many students are mastering/ plans for Program Required reteaching

Activity Funding Amount Activity - Curriculum Checks Type Begin Date End Date & Source Staff Responsible Teachers and principals will monitor curriculum as they relate to the pacing guides, and discuss Academic $0 - No Funding regularly how and when the standards will be Support 08/10/2016 05/26/2017 Required Principal and teachers taught Program

Strategy2: Math Focus - Curriculum team will analyze schoolwide and student level math data, and will assist in the implementation of the continuity from resources. Category: Professional Learning & Support Research Cited: Best Practice supports analyzing data to adjust instruction for student needs.

Activity Funding Amount Activity - Common Assessments Type Begin Date End Date & Source Staff Responsible Common assessments, created by teachers together in the district, will be given yearly District (Kara Bullock), across the district to assess current student Academic principals, lead teachers learning and compare. Teachers within our Support 08/10/2016 05/26/2017 $0 - No Funding from each school writing school will also give formative assessments Program Required the assessments, teachers within the same time frame, as outlined by the administering and scoring grade level continuums . the assessments

Strategy3: Curriculum Team - The Curriculum Team was established to identify gaps and make necessary adjustments to the curriculum. They redesigned curriculum documents and created continuums, and will meet as needed (at least 4 times per year) to adjust. They chose a math series to implement school-wide, and are currently looking at options for standards continuity for reading and writing school-wide. Category: Professional Learning & Support Research Cited: Best Practice supports identifying gaps and making adjustments

Activity Funding Amount Activity - Revision of Curriculum Documents Type Begin Date End Date & Source Staff Responsible The Curriculum Team will continue to revise documents for pacing and continuums, adjusting grade level expectations to match standards. The team will meet several times Eight teachers on the during the months of July and August, and at Professional 07/01/2016 08/01/2017 $0 - No Funding Curriculum Team and least once per nine weeks for the remainder of Learning Required principal the year, adjusting documents as needed with feedback from teachers, and then make recommendations to the staff.

Strategy4: Literacy Focus - Resources to support literacy planning will be accessed and disseminated, and grade level teachers will plan together weekly, but teachers will more often plan as a content area team. Teachers are currently using a certain reading series that we are piloting as a school, and our Curriculum Team is looking at at least three other options for reading instruction next year. Teachers are using ZooPhonics K-2nd, Lexia pre-k through 6th grade, and a reading series for K-6. We are working to have continuity in the building and follow grade level continuums to teach the standards and maintain high expectations. Category: Professional Learning & Support Research Cited: Literacy training and resources come from research based programs such as ZooPhonics, Lexia, Four Block Literacy, Reading Recovery and Reading Mastery strategies.

Activity Funding Amount Activity - Common Assessments Type Begin Date End Date & Source Staff Responsible District, principals, lead teachers writing the Common assessments, created by teachers assessments, teachers together in the district, will be given yearly administering/ scoring the across the district to assess current student Academic assessments are learning and compare. Teachers within our Support 08/10/2016 05/26/2017 $0 - No Funding responsible for the district school will also give formative assessments Program Required assessments. Principal within the same time frame, as outlined by the and Curriculum Team are grade level continuums responsible for the formative assessment timeline in our school.

Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Strategy1: Best Practices for Instruction - The use of instructional best practices will be defined by all staff, and will be referenced in the continuums outlined by the Curriculum Team. Category: Professional Learning & Support Research Cited: Best Practices have been developed based on educational research.

Activity Funding Amount Activity - Primary Program Review Type Begin Date End Date & Source Staff Responsible The Primary Program Review Committee will actively work to ensure that curriculum and instruction, formative and summative Academic Principal, Site-Based assessments, professional development, and Support 08/10/2016 05/26/2017 $0 - No Funding Council, Members of the administrative/leadership support and Program Required Primary Program Review monitoring are being implemented and Committee addressed.

Activity Funding Amount Activity - Review Questions Type Begin Date End Date & Source Staff Responsible Academic Develop K-PREP and program review type Support 08/10/2016 05/26/2017 $0 - No Funding Principal, grade level questions as formative assessment items. Program Required teachers

Strategy2: Progress Monitoring Student Performance - Progress will be monitored through data review. Category: Professional Learning & Support Research Cited: Best Practice supports data review and adjustment to instruction as needed. SY 2016-2017 Page 7 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School

Activity Funding Amount Activity - Monitor student performance Type Begin Date End Date & Source Staff Responsible Principal, Site Based Utilize formative assessment, STAR data and Policy and 08/22/2016 05/01/2017 $0 - No Funding Decision Making council, K-PREP scores to review student performance Process Required grade level teachers

Activity Funding Amount Activity - Kindergarten Readiness Type Begin Date End Date & Source Staff Responsible Administer the Scholastic Readiness Kindergarten Assessment during registration and administer the BRIGANCE assessment to all kindergarten students within the first 30 days Academic $500 - District Kindergarten teachers, of school. These same assessments are re- Support 08/10/2016 05/26/2017 Funding Primary instructional staff, administered at the end of the year. Also Program Principal administer the PALS assessment in conjunction with the ZooPhonics Program every 9 weeks.

Goal 3: Ensure that all teachers receive further training and are provided support and guidance of the Professional Growth and Effectiveness System (PGES) and increase the effectiveness of teachers to 100% by 2020.

Measurable Objective 1: collaborate to ensure that all teachers are trained and coached in writing Professional Growth Plans and knowledgeable in the process of the PGES by 05/26/2017 as measured by the training and guidance provided during the preparatory phase..

Strategy1: PGES Training - Southern Elementary will work to train teachers on all aspects of the PGES. Category: Research Cited: Charlotte Danielson's Framework for Teaching

Activity Funding Amount Activity - Staff Developments Type Begin Date End Date & Source Staff Responsible At staff developments, at least monthly, information will be shared with all teachers as a Professional $0 - No Funding reminder of the Framework or with new Learning 08/01/2016 05/30/2017 Required Principal information on the PGES process.

Phase I - The Missing Piece

Introduction

This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions.

Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?

Several stakeholders were engaged: school-based decision-making council (comprised of two parents, three teachers, and the principal), The Lighthouse Team (consisting of eight members- - the Family Resource Center Coordinator, the school receptionist, the preschool teacher, two primary teachers, two intermediate teachers, and the principal), parent volunteers from PTO, and input from staff members during certified and classified meetings. Several documents were utilized, including the TELL survey and the Title 1 Parent Involvement Survey.

Relationship Building

Overall Rating: 3.14

Statement or Question Response Rating 2.1 Parents report that school staff understands Parents report that school staff understands Proficient and demonstrates how strong relationships with and demonstrates how strong relationships with parents contribute to effective teaching and parents contribute to effective teaching and learning. learning.

Statement or Question Response Rating 2.2 School staff implements systematic steps to School staff implements systematic steps to Proficient welcome the parents of new and English as-a- welcome the parents of new and ESL students Second-Language (ESL) students (for example, (for example, using home visits, personal calls using home visits, personal calls or letters, or letters, open houses, and/or other methods). open houses and/or other methods).

Statement or Question Response Rating 2.3 Parents and other stakeholders report that they Parents and other stakeholders report that they Proficient are actively welcomed when they visit the are actively welcomed when they visit the school. school.

Statement or Question Response Rating 2.4 School staff implements systematic steps to School staff implements systematic steps to Proficient encourage parents to attend school activities encourage parents to attend school activities and participate in decisions about their and participate in decisions about their children's learning. children's learning.

Statement or Question Response Rating 2.5 School staff involves parents in personal District and school staffs encourage continuous Distinguished communication about their students' progress and meaningful communication with all parents at least once a month. about their student’s academic goals and progress.

Statement or Question Response Rating 2.6 School staff completes needs assessment with School staff completes needs assessment with Proficient all parents to determine resources necessary all parents to determine resources necessary for their child's academic success. for their child's academic success.

Statement or Question Response Rating 2.7 All parents are asked for feedback on the All parents are asked for feedback on school’s Proficient school's efforts to welcome and engage parents efforts to welcome and engage parents, and the and the feedback is used to improve the feedback is used to improve school’s efforts. school's efforts.

Communications

Overall Rating: 3.14

Statement or Question Response Rating 3.1 School staff implements systematic efforts to School staff implements systematic efforts to Proficient inform parents about academic goals, class inform parents about academic goals, class work, grades and homework for their children in work, grades and homework for their children in their home language. (For example, classroom their home language. (For example, using contracts, student assignment books, classroom contracts, student assignment homework websites, and online grade books). books, homework websites, and online grade books.)

Statement or Question Response Rating 3.2 School staff offers varied ways that parents can School staff offers varied ways to that parent Proficient share information with teachers about their can see share information with teachers about children's learning needs. (For example, phone their children’s learning needs. (For example, and e-mail contacts, offering parent phone and email contact, offering parent conferences, making home visits, or other conferences, and making home visits). methods).

Statement or Question Response Rating 3.3 School staff partners with community leaders School staff partners with community leaders Proficient and organizations to build parent understanding and organizations to build parent understanding of academic expectations, school strategies, of academic expectations, school strategies, and student achievement results. and student achievement.

Statement or Question Response Rating 3.4 School staff offers parents opportunities to District and school leadership ensure that Distinguished discuss school-wide achievement issues, student achievement is discussed each including assessment data, at least once a semester with all parents. semester.

Statement or Question Response Rating 3.5 School staff implements systematic efforts to School staff implements systematic efforts to Proficient maximize parent-teacher conference maximize parent-teacher conference participation. (For example, offering multiple participation. (For example, offering multiple locations, convenient times, follow-up with locations, convenient times, follow-up with parents who do not reply to first notices, and parents who do not reply to first notices, opportunities for student-led conferences). opportunities for student-led conferences).

Statement or Question Response Rating 3.6 At least 50 percent of parents respond to At least 50% of parents respond to annual Proficient annual school and/or district stakeholder school and/or district stakeholder surveys. surveys.

Statement or Question Response Rating 3.7 Stakeholder survey data is consistently used to Stakeholder survey data is consistently used to Proficient plan school improvement efforts and to plan school improvement efforts and to evaluate their effectiveness. evaluate their effectiveness.

Decision Making

Overall Rating: 2.43

Statement or Question Response Rating 4.1 The school staff offers professional learning School staff offers professional learning Proficient community opportunities, workshops, and easily community opportunities, workshops, and accessible written information to equip parents accessible written information to equip parents for service on the SBDM council and for service on SBDM council and committees. committees.

Statement or Question Response Rating 4.2 School council and committees facilitate broad School council and committees have some Apprentice parent participation by actively recruiting parent members, may provide translators, meet diverse membership, providing interpreters and at time and place convenient to staff. Elections translated materials when needed, setting are held at convenient times and are publicized, convenient meeting times, and seeking wide but less than 20% of the parents vote in SBDM parent input. At least 40 percent of parents vote parent election. in SBDM parent election.

Statement or Question Response Rating 4.3 Parents on the SBDM council and committees School council chair reports feedback to head Apprentice engage and mentor many other parents by of largest parent organization who then decides reporting to multiple groups and seeking input further dissemination methods or input. There is through surveys, meetings, and varied other no provision for parent input other than as methods. required by school law.

Statement or Question Response Rating 4.4 The school council adopts measurable School council has some parent involvement Apprentice objectives and plans coherent strategies to components and action items that deal with build authentic parent participation, and the specific academic areas. Little or no funding is school council monitors the implementation and provided. Little or no implementation and impact of that work. impact checking is done.

Statement or Question Response Rating 4.5 School council policies ensure active roles for School council policies ensure active roles for Proficient parents on SBDM council and committees, and parents on SBDM committees, in school other groups making decisions about school improvement planning, and also in decisions improvement. about the education of their individual children.

Statement or Question Response Rating 4.6 Parents report that they are treated as valued Parents report that they are treated as valued Proficient partners on school leadership teams, SBDM partners on school leadership teams, SBDM council and committees, the school council, and council and committees, and other groups other groups making decisions about school making decisions about school improvement. improvement.

Statement or Question Response Rating 4.7 School staff has a plan to identify new and School staff provides opportunities for outgoing Apprentice experienced parent leaders who support and parent council members to meet with new build capacity for parents to serve effectively on parent council members to share knowledge of the school council and committee work. serving on the council.

Advocacy

Overall Rating: 2.83

Statement or Question Response Rating 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to and/or another adult who knows how to advocate, or speak up for them, regarding the advocate, or speak up for them, regarding the student's academic goals and individual needs. students’ academic goals and learning needs.

Statement or Question Response Rating 5.2 Most parents participate actively in student led Most parents participate actively in student led Proficient conferences or other two-way communication conferences or other two-way communication about meeting their child's individual learning about meeting their child's individual learning needs. needs.

Statement or Question Response Rating 5.3 Parents report participating actively and Parents report participating actively and Proficient effectively in required planning for individual effectively in required planning for individual learning, for example, Individual Education learning, for example, Individual Education Plans, Individual Learning Plans, Gifted Student Plans, Individual Learning Plans, Gifted Student Plans, 504 Plans, and intervention strategies to Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130). ensure college readiness (Senate Bill 130).

Statement or Question Response Rating 5.4 School staff gives parents clear, complete School staff gives parents clear, complete Proficient information on the procedures for resolving information on the procedures for resolving concerns and filing complaints, and the council concerns and filing complaints, and the council reviews summary data on those complaints to reviews summary data on those complaints to identify needed improvements. identify needed improvements.

Statement or Question Response Rating 5.5 School staff ensures that parents and School staff ensures that parents and Proficient community members are well informed about community members are well informed about how to become educational advocates, or how how to become an educational advocate or how to access a trained educational advocate when to access an educational advocate when needed. needed.

Statement or Question Response Rating 5.6 As students are identified by school staff as Novice level students are identified by school Apprentice having disabilities or performing at the novice staff to receive targeted strategies for academic level, additional intentional steps are taken to improvement. Parents are informed of the ensure that parents have the option to use a strategies but do not receive training on how to trained advocate to assist them in speaking for use those strategies or how progress will be their child's needs. measured.

Learning Opportunities

Overall Rating: 2.5

Statement or Question Response Rating 6.1 Parents have multiple opportunities to learn Parents have multiple opportunities to learn Proficient about and discuss the following: - Kentucky about and discuss: • Kentucky standards and standards and expectations for all students - expectations for all students. • School's The school's curriculum, instructional methods, curriculum, instructional methods, and student and student services - The school's decision- services. • School's decision-making process, making process, including opportunities for including opportunities to participate on SBDM parents to participate on SBDM councils and councils and committees. • Their children's committees - Their children's learning and learning and development, along with legal and development, along with legal and practical practical options for helping their children options for helping their children succeed, such succeed such as participation in IEP and/or ILP the IEP and/or ILP process - Community process. • Community resources to support resources to support learning - Opportunities to learning. • Opportunities to participate in state participate in state and district school and district school improvement efforts, such as improvement efforts, such as forums, forums, committees, and surveys. committees, and surveys.

Statement or Question Response Rating 6.2 School staff makes systematic use of written School staff makes systematic use of written Proficient communications (for example, newsletters, communications (for example, newsletters, websites, and bulletin boards) to help parents Web sites, bulletin boards) to help parents understand their own children's progress and understand their own children's academic the progress of the school. progress and the progress of school.

Statement or Question Response Rating 6.3 School staff displays proficient student work School staff exhibits some student work with Apprentice with scoring guides to demonstrate academic scoring guide and proficient level work. expectations to parents and students, and updates the displays regularly.

Statement or Question Response Rating 6.4 School staff offers parent workshops and School staff offers targeted parent workshops Apprentice meetings in convenient locations to help and meetings to help parents develop skills to parents develop skills in supporting their support their child's learning. children's learning and the school's improvement efforts.

Statement or Question Response Rating 6.5 School council has a classroom observation School council has a classroom observation Apprentice policy that welcomes families to visit all policy that allows parents access to most classrooms. classrooms by appointment only.

Statement or Question Response Rating 6.6 School staff develops parent leaders who School staff develops parent leaders who Proficient contribute regularly to other parents' contribute regularly to other parents' understanding and who help meet other parent understanding and who help meet other parent learning needs. learning needs.

Community Partnerships

Overall Rating: 2.33

Statement or Question Response Rating 7.1 School leadership regularly shares information School leadership regularly shares information Proficient on student achievement and involves business on student achievement and involves business and community leaders in school improvement and community leaders in school improvement efforts. efforts.

Statement or Question Response Rating 7.2 School leadership develops partnerships with School leadership develops partnerships with Proficient several businesses, organizations, and several businesses, organizations, and agencies to support student learning and create agencies to support student learning and create mentors for students and parents. mentors for students and parents.

Statement or Question Response Rating 7.3 School leadership collaborates with employers School leadership rarely invites employers to Novice to support parent and volunteer participation in support adult participation in education. students' education.

Statement or Question Response Rating 7.4 School staff collaborates with businesses, School staff occasionally collaborates with Apprentice organizations, and agencies to address community agencies to address individual individual student needs and shares that student needs. Information is provided to information with parents. parents upon request.

Statement or Question Response Rating 7.5 Parents make active use of the school's Parents make active use of school and Proficient resources and community resources and report community resources and report that they that they provide meaningful help to resolve provide meaningful help to resolve family family challenges that could interfere with challenges that could interfere with student student learning. (For example, FRYSC or Title learning. (For example, FRYSC or Title 1 I coordinators connect family with community coordinators connect family with community resources and follow up). resources and follow up).

Statement or Question Response Rating 7.6 School staff offers and publicizes community- School staff maintains a resource directory on Apprentice based learning activities aligned with the some agencies, programs and services that will curriculum, such as tutoring linked to the provide services for students. curriculum and internships, for all students and parents.

Reflection

Reflect upon your responses to each of the Missing Piece objectives.

While Southern Elementary has made many improvements, we still have improvements to make.

Report Summary

Scores By Section

Section Score 1 2 3 4

Relationship Building 3.14

Communications 3.14

Decision Making 2.43

Advocacy 2.83

Learning Opportunities 2.5

Community Partnerships 2.33

Sections

Improvement Plan Stakeholder Involvement

Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

A committee of parents, the entire certified staff, and the Lighthouse Team, which consists of both certified and classified, were involved in the development process, as was the School Council. Parents were involved based on a volunteer basis and the Lighthouse Team was compiled based on interest also. The Lighthouse Team members do represent certain staff groups, however. All stakeholders were informed of the meetings in person and via email, and roles were shared at the meetings. All meetings were held before or after school so that stakeholders could attend, and school personnel watched the parents' children when needed. Discussions of test score data and school needs were the basis of decisions made.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

The certified staff will discuss the Improvement Plan numerous times in weekly planning meetings and/or staff meetings. The instructional assistants will be given a copy in their next monthly meeting and the principal will discuss its contents and the school's focuses for the year. The parents will be given a copy of our School Improvement Plan, and the content will be discussed with the intermediate students during a Town Meeting. The School Council will refer to it often, and will be given updates throughout the year on its progress, which will be documented in council meeting minutes.

Phase I - Needs Assessment

Introduction

The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.

Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you?

We are trying to answer questions regarding our increases and decreases in proficients and novices, and trying to find trends for instructional purposes. This information will tell us which students or groups to focus on to improve in certain areas.

The data tells us that our groups of students are improving. Although our novice rates are improving, they are still too high in all areas. We are striving to be proficient in all areas, and have our novice rates below 20% in all content areas in all grades. We are very close to that, but still have lots of work to do.

Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate?

Our main area of strength is our growth. Looking at same groups of students, our combined novice/apprentice rates decreased from spring 2015 to spring 2016 in all grades in both reading in math. Our novice rates in reading are close to 20% in all grades, and our novice rates in math are are also close to 20%, and well below that (10%) in 6th grade.

To sustain these decreases in novice rates, we have revised our curriculum continuums and are keeping consistent with our grade level expectations.

Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need?

Although improved, our novice rates are still too high in all areas. Last year's 4th grade still over half who are scoring at the combines novice/apprentice level in reading. In math, all grade levels have over half of students scoring at either novice or apprentice.

We are working to get all grade levels consistent in math curriculum, and have adopted the Pearson math series for continuity. Our curriculum team is reviewing the standards and the grade level expectations, and all staff follow the developed plan for achievement.

Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?

Analyzing data from K-Prep scrimmages, STAR testing, Lexia, and reviewing student work are our next steps. In our weekly planning meetings, this is our main focus. We are focusing on individual needs, and each student who scored a novice has an adult assigned to him/her for extra instructional attention and support. We will monitor growth and adjust instruction weekly.

2016-17 Plan for Comprehensive School Improvement Plan

Overview

Plan Name

2016-17 Plan for Comprehensive School Improvement Plan

Plan Description

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding 1 Increase the averaged combined reading and math Objectives:1 Organizational $0 K-PREP scores for elementary and middle schools Strategies:4 students from 48.2% to 74.7% in 2018-19. Activities:5 2 Increase the average combined reading and math Objectives:1 Organizational $500 proficiency ratings for all students in the non- Strategies:2 duplicated gap group from 48.2% in 2016 to 74.7% Activities:4 in 2018-2019. 3 Increase the percentage of proficient programs in Objectives:1 Organizational $500 the visual and performing arts, PL/CS, writing, K-3 Strategies:4 program, and Global Competency/ world Activities:4 Language. 4 Ensure that all teachers receive further training and Objectives:1 Organizational $0 are provided support and guidance of the Strategies:1 Professional Growth and Effectiveness System Activities:1 (PGES) and increase the effectiveness of teachers to 100% by 2020. 5 Novice Reduction Objectives:1 Organizational $0 Strategies:1 Activities:1

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy 1: Curriculum Team - The Curriculum Team was established to identify gaps and make necessary adjustments to the curriculum. They redesigned curriculum documents and created continuums, and will meet as needed (at least 4 times per year) to adjust. They chose a math series to implement school-wide, and are currently looking at options for standards continuity for reading and writing school-wide. Category: Professional Learning & Support Research Cited: Best Practice supports identifying gaps and making adjustments

Activity - Revision of Curriculum Documents Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible The Curriculum Team will continue to revise documents for pacing and Professional 07/01/2016 08/01/2017 $0 No Funding Eight continuums, adjusting grade level expectations to match standards. The Learning Required teachers on team will meet several times during the months of July and August, and at the least once per nine weeks for the remainder of the year, adjusting Curriculum documents as needed with feedback from teachers, and then make Team and recommendations to the staff. principal

Strategy 2: Literacy Focus - Resources to support literacy planning will be accessed and disseminated, and grade level teachers will plan together weekly, but teachers will more often plan as a content area team. Teachers are currently using a certain reading series that we are piloting as a school, and our Curriculum Team is looking at at least three other options for reading instruction next year. Teachers are using ZooPhonics K-2nd, Lexia pre-k through 6th grade, and a reading series for K-6. We are working to have continuity in the building and follow grade level continuums to teach the standards and maintain high expectations. Category: Professional Learning & Support Research Cited: Literacy training and resources come from research based programs such as ZooPhonics, Lexia, Four Block Literacy, Reading Recovery and Reading Mastery strategies.

Activity - Common Assessments Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Common assessments, created by teachers together in the district, will be Academic 08/10/2016 05/26/2017 $0 No Funding District, given yearly across the district to assess current student learning and Support Required principals, compare. Teachers within our school will also give formative assessments Program lead teachers within the same time frame, as outlined by the grade level continuums writing the assessments, teachers administering/ scoring the assessments are responsible for the district assessments. Principal and Curriculum Team are responsible for the formative assessment timeline in our school.

Strategy 3: Math Focus - Curriculum team will analyze schoolwide and student level math data, and will assist in the implementation of the continuity from resources. Category: Professional Learning & Support Research Cited: Best Practice supports analyzing data to adjust instruction for student needs.

Activity - Common Assessments Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Common assessments, created by teachers together in the district, will be Academic 08/10/2016 05/26/2017 $0 No Funding District (Kara given yearly across the district to assess current student learning and Support Required Bullock), compare. Teachers within our school will also give formative assessments Program principals, within the same time frame, as outlined by the grade level continuums . lead teachers from each school writing the assessments, teachers administering and scoring the assessments

SY 2016-2017 Page 35 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School continuums. Category: Continuous Improvement Research Cited: KDE Novice Reduction Coach shared best practices of administrative/teacher discussions and ongoing checking of data, Expectations being developed, shared, & monitored

Activity - Curriculum Checks Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers and principals will monitor curriculum as they relate to the pacing Academic 08/10/2016 05/26/2017 $0 No Funding Principal and guides, and discuss regularly how and when the standards will be taught Support Required teachers Program

Activity - Formative Assessment Checks Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Principal and teachers will regularly look at student work and formative Academic 08/10/2016 05/26/2017 $0 No Funding Principal and assessments, how they directly relate to the standards, and how many Support Required teachers students are mastering/ plans for reteaching Program

Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Strategy 1: Best Practices for Instruction - The use of instructional best practices will be defined by all staff, and will be referenced in the continuums outlined by the Curriculum Team. Category: Professional Learning & Support Research Cited: Best Practices have been developed based on educational research.

Activity - Review Questions Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Develop K-PREP and program review type questions as formative Academic 08/10/2016 05/26/2017 $0 No Funding Principal, assessment items. Support Required grade level Program teachers

Activity - Primary Program Review Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

The Primary Program Review Committee will actively work to ensure that Academic 08/10/2016 05/26/2017 $0 No Funding Principal, curriculum and instruction, formative and summative assessments, Support Required Site-Based professional development, and administrative/leadership support and Program Council, monitoring are being implemented and addressed. Members of the Primary Program Review Committee

Activity - Monitor student performance Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Utilize formative assessment, STAR data and K-PREP scores to review Policy and 08/22/2016 05/01/2017 $0 No Funding Principal, Site student performance Process Required Based Decision Making council, grade level teachers

Activity - Kindergarten Readiness Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Administer the Scholastic Readiness Kindergarten Assessment during Academic 08/10/2016 05/26/2017 $500 District Kindergarten registration and administer the BRIGANCE assessment to all kindergarten Support Funding teachers, students within the first 30 days of school. These same assessments are Program Primary re-administered at the end of the year. Also administer the PALS instructional assessment in conjunction with the ZooPhonics Program every 9 weeks. staff, Principal

Goal 3: Increase the percentage of proficient programs in the visual and performing arts, PL/CS, writing, K-3 program, and Global Competency/ world Language.

Measurable Objective 1: collaborate to increase the percentage of proficient programs in the arts and humanities, PL/CS, primary, writing, and world language by 05/30/2017 as measured by annual program reviews.

Strategy 1: Arts and Humanities - Students will participate in and be exposed to new arts and humanities experiences. Category:

Research Cited: Research has shown that exposure to arts and humanities stimulates the brain and allows students to make cross curricular connections.

Activity - Night of the Arts, Guest speakers Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Students will showcase their products from art, drama, and music and Other 08/10/2016 05/26/2017 $0 No Funding Principal, complete peer critiques at our Night of the Arts. Guest speakers Required Media representing various types of art or different cultures will be scheduled Specialist, each grading period. music teacher, classroom teachers, SBDM council

Activity - Career speakers and College visit Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible 5th and 6th grade students will have the opportunity to hear guest Other 08/22/2016 05/29/2017 $500 General Fund Intermediate speakers from various careers each week during the second semester. 6th Team grade students will also tour an area college. teachers, SBDM council, Principal

Strategy 3: Writing - Students' writing instruction will include new standards and high expectations. Category: Research Cited: Best Practice supports implementation of a strong writing program that is reflectivce of the new state standards.

Activity - Writing Committee Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible The writing committee has revised our Writing Policy to align with the new Academic 08/22/2016 06/01/2017 $0 No Funding Principal. standards and address district expectations for each grade level. Support Required SBDM Program council, Writing committee members

Strategy 4: Primary Program - The Primary Program Review Committee, composed of primary grade level teachers, resource teachers, and the principal, will meet throughout the year to determine needs, set goals, revise curriculum expectations, and share vertical grade level exit priorities. Category: Research Cited: Kentucky's Primary Program rubric highlights best practices for instruction in the primary grades. Aligning our curriculum to national standards and following those research-based best practices will increase student learning and school achievement.

Activity - Primary Program Review Committee Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible The Committee, composed of primary grade level teachers, resource Academic 07/25/2016 05/31/2017 $0 No Funding Primary teachers, and the principal, will meet monthly to determine vertical grade Support Required Teachers, level exit priorities, identify needs, and create goals and actions based on Program Principal the Primary Program Review rubric.

Goal 4: Ensure that all teachers receive further training and are provided support and guidance of the Professional Growth and Effectiveness System (PGES) and increase the effectiveness of teachers to 100% by 2020.

Strategy 1: PGES Training - Southern Elementary will work to train teachers on all aspects of the PGES. Category: Research Cited: Charlotte Danielson's Framework for Teaching

Activity - Staff Developments Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible At staff developments, at least monthly, information will be shared with all Professional 08/01/2016 05/30/2017 $0 No Funding Principal teachers as a reminder of the Framework or with new information on the Learning Required PGES process.

Goal 5: Novice Reduction

Measurable Objective 1: collaborate to have a 50% reduction in the percentage of students scoring novice in reading and math by 05/22/2020 as measured by the K-Prep Test.

Strategy 1: Novice Reduction - We will create an improvement plan for all students scoring novice. Category: Continuous Improvement

Activity - Data Binders Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will create binders showing a plan for each student and provide Academic 08/15/2016 05/31/2017 $0 No Funding Principal and evidence of student growth that will be monitored by the building principal Support Required teachers bi-weekly. Program

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

General Fund

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Career speakers and College 5th and 6th grade students will have the opportunity to hear Other 08/22/2016 05/29/2017 $500 Intermediate visit guest speakers from various careers each week during the Team second semester. 6th grade students will also tour an area teachers, college. SBDM council, Principal Total $500

District Funding

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Kindergarten Readiness Administer the Scholastic Readiness Kindergarten Academic 08/10/2016 05/26/2017 $500 Kindergarten Assessment during registration and administer the Support teachers, BRIGANCE assessment to all kindergarten students within Program Primary the first 30 days of school. These same assessments are instructional re-administered at the end of the year. Also administer the staff, Principal PALS assessment in conjunction with the ZooPhonics Program every 9 weeks. Total $500

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Writing Committee The writing committee has revised our Writing Policy to Academic 08/22/2016 06/01/2017 $0 Principal. align with the new standards and address district Support SBDM expectations for each grade level. Program council, Writing committee members

Revision of Curriculum The Curriculum Team will continue to revise documents for Professional 07/01/2016 08/01/2017 $0 Eight Documents pacing and continuums, adjusting grade level expectations Learning teachers on to match standards. The team will meet several times the during the months of July and August, and at least once per Curriculum nine weeks for the remainder of the year, adjusting Team and documents as needed with feedback from teachers, and principal then make recommendations to the staff. Primary Program Review The Committee, composed of primary grade level teachers, Academic 07/25/2016 05/31/2017 $0 Primary Committee resource teachers, and the principal, will meet monthly to Support Teachers, determine vertical grade level exit priorities, identify needs, Program Principal and create goals and actions based on the Primary Program Review rubric. Common Assessments Common assessments, created by teachers together in the Academic 08/10/2016 05/26/2017 $0 District, district, will be given yearly across the district to assess Support principals, current student learning and compare. Teachers within our Program lead teachers school will also give formative assessments within the same writing the time frame, as outlined by the grade level continuums assessments, teachers administering/ scoring the assessments are responsible for the district assessments. Principal and Curriculum Team are responsible for the formative assessment timeline in our school. Monitor student performance Utilize formative assessment, STAR data and K-PREP Policy and 08/22/2016 05/01/2017 $0 Principal, Site scores to review student performance Process Based Decision Making council, grade level teachers Review Questions Develop K-PREP and program review type questions as Academic 08/10/2016 05/26/2017 $0 Principal, formative assessment items. Support grade level Program teachers Staff Developments At staff developments, at least monthly, information will be Professional 08/01/2016 05/30/2017 $0 Principal shared with all teachers as a reminder of the Framework or Learning with new information on the PGES process.

Common Assessments Common assessments, created by teachers together in the Academic 08/10/2016 05/26/2017 $0 District (Kara district, will be given yearly across the district to assess Support Bullock), current student learning and compare. Teachers within our Program principals, school will also give formative assessments within the same lead teachers time frame, as outlined by the grade level continuums . from each school writing the assessments, teachers administering and scoring the assessments Curriculum Checks Teachers and principals will monitor curriculum as they Academic 08/10/2016 05/26/2017 $0 Principal and relate to the pacing guides, and discuss regularly how and Support teachers when the standards will be taught Program Data Binders Teachers will create binders showing a plan for each Academic 08/15/2016 05/31/2017 $0 Principal and student and provide evidence of student growth that will be Support teachers monitored by the building principal bi-weekly. Program Formative Assessment Principal and teachers will regularly look at student work Academic 08/10/2016 05/26/2017 $0 Principal and Checks and formative assessments, how they directly relate to the Support teachers standards, and how many students are mastering/ plans for Program reteaching Night of the Arts, Guest Students will showcase their products from art, drama, and Other 08/10/2016 05/26/2017 $0 Principal, speakers music and complete peer critiques at our Night of the Arts. Media Guest speakers representing various types of art or Specialist, different cultures will be scheduled each grading period. music teacher, classroom teachers, SBDM council Primary Program Review The Primary Program Review Committee will actively work Academic 08/10/2016 05/26/2017 $0 Principal, to ensure that curriculum and instruction, formative and Support Site-Based summative assessments, professional development, and Program Council, administrative/leadership support and monitoring are being Members of implemented and addressed. the Primary Program Review Committee Total $0

Phase II - KDE Assurances - Schools

Introduction

KDE Assurances - School

Assurances

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes The staff completed a needs Needs Assessment assessment, which included a review of assessment concerning the academic achievement data for all students and academic achievement data and assessed the needs of the school relative to set goals for all students, each of the schoolwide program components. assessing the needs of individuals, of grade levels, and of the whole school. They also completed the TELL survey. Parents completed a Title 1 survey, students completed a school-based survey on instruction and climate, and our Leader In Me requirements had our students and staff complete a Gallop poll.

Label Assurance Response Comment Attachment Core Academic The school planned and developed Schoolwide Yes Our Professional developments Programs researchbased instructional reform strategies to were planned based on the strengthen the core academic program, needs of our students and staff, increase the amount and quality of learning in an effort to develop and/or time, and provide additional support to all enhance the research-based students. strategies used by our staff for instruction. This summer and school year, our teachers have been learning about various series in reading and math, and we adopted a math series for continuity. We are piloting a reading series as well, and both have required training.

Label Assurance Response Comment Attachment Preschool The school planned preschool transition Yes We have two kindergarten Transition strategies and the implementation process. orientation meetings with preschool families and kindergarten teachers where the kindergarten teachers send packets home with each child in May so they can work on preparing throughout the summer on number recognition, sound recognition, and name writing. We have transitional meetings with our preschool and kindergarten teachers to discuss class rosters and student needs. Once school has started, our preschool and kindergarten teachers are on the Primary Program review Committee together so curriculum and instructional needs are discussed.

Label Assurance Response Comment Attachment Research-based The school planned and developed schoolwide Yes Our struggling students go Strategies researchbased instructional strategies that through the RTI program and all provide additional instruction for students students who have scored novice experiencing the greatest degree of difficulty are assigned a "PAL," which is an mastering the state's academic achievement adult assigned to them for standards. additional instructional support and attention. Strong classroom instruction takes place in the classroom and teachers work with students additionally for tier 1, we have a school-wide tutorial/ enrichment time for tier 2, and students are pulled out by a teacher for tier 3. The RTI program utilizes research-based programs and AIMSweb is used to probe students weekly.

Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes The district works to recruit for all Teachers retain highly qualified teachers. schools, and our school utilizes high expectations and a positive community image to recruit strong candidates.

Label Assurance Response Comment Attachment Title I, Part A The school allocated and spent Title I, Part A Yes Schoolwide Funds Schoolwide funds only on allowable programs and activities and maintained appropriate financial records in this regard on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to Yes Involvement increase parental involvement in the design, implementation, evaluation and communication of assessment results of the Schoolwide activities, which included the development and implementation of a Parent Compact and a Parent Involvement Policy.

Label Assurance Response Comment Attachment Schoolwide The school incorporated the ten schoolwide Yes Planning planning criteria into the existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes The teachers were involved in Development professional development activities for staff reading, math, and program members who will be serving students. review professional developments this summer, and throughout the school year, focusing on strategies for student improvement.

Label Assurance Response Comment Attachment Comprehensive The school an annual evaluation that addresses Yes Plan the implementation of the comprehensive plan and student achievement results that will inform changes when needed.

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes Needs Assessment assessment, which included a review of academic achievement data, and established objective criteria for identifying eligible Title I students.

Label Assurance Response Comment Attachment Instructional The school planned and developed research Yes Strategies based instructional strategies to support and assist identified students.

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes Assistance activities for identified students that coordinated Activities and integrate with other federal, state, and local programs.

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes Assistance activities for identified students that coordinate Activities with and support the regular educational program so identified students have access to both.

Label Assurance Response Comment Attachment Schoolwide The school planned activities to coordinate and Yes Activities integrate with other federal, state, and local programs.

Label Assurance Response Comment Attachment Targeted The school planned or developed strategies to Yes Assistance monitor and evaluate the success of targeted Activities assistance activities with the identified students and will use the results of the evaluation to inform and improve instructional strategies and professional development activities.

Label Assurance Response Comment Attachment Highly Qualified The school assigned paraprofessionals who Yes met the requirements of Highly Qualified under ESEA to work with targeted assistance programs and activities.

Label Assurance Response Comment Attachment Federal Program The school allocated and spent federal program Yes Funds funds only on programs and activities for identified eligible students. The school maintained appropriate financial records on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to Yes Involvement increase parental involvement in the design, implementation, and evaluation of the targeted assistance activities, which included the implementation of a Parent Compact and a Parent Involvement Policy.

Label Assurance Response Comment Attachment Targeted The school incorporated the eight Targeted Yes Assistance Assistance Planning components into the Planning existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes All teachers were involved in Development professional development activities for staff developing appropriate members who serve identified Title I students. professional development activities for students identified as Title 1 students since we are a Title 1 school.

Label Assurance Response Comment Attachment Comprehensive The school planned an annual evaluation that Yes The school planned an annual Improvement Plan addressed the implementation of the evaluation that addressed the comprehensive plan and student achievement implementation of the results that informed changes when needed. comprehensive plan and the student achievement results that informed changes when needed.

Label Assurance Response Comment Attachment Transparency The current school year Comprehensive School Yes The district website is Improvement Plan (CSIP) is available for www.ohio.kyschools.us stakeholders to examine on our school website (provide the website link below).

Label Assurance Response Comment Attachment Teacher Quality The school notifies parents when their Yes We have one teacher in special child(ren) are taught for four or more education who is doing consecutive weeks by teachers who are not transitioning to teaching, and highly qualified. parents have been notified.

Label Assurance Response Comment Attachment Professional The school provides professional development Yes Development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready.

Label Assurance Response Comment Attachment Ranking Report The school ensures that if the Title I Ranking Yes Report lists counselors, nurses, media, specialists or "other" staff for the school, there is documentation indicating this need in order to improve student achievement.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties that involve targeted students are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educator Non- The school ensures that there is a schedule of Yes Instructional Duties non-instructional duties for para-educators demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Para-educator Non- The school scheduled non-instructional duties Yes Instructional Duties for para-educators working with targeted students demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements Yes Requirements without using Title I funds.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements Yes Requirements without using Title II funds.

Phase II - KDE Compliance and Accountability - Schools

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement.

Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy1: Literacy Focus - Resources to support literacy planning will be accessed and disseminated, and grade level teachers will plan together weekly, but teachers will more often plan as a content area team. Teachers are currently using a certain reading series that we are piloting as a school, and our Curriculum Team is looking at at least three other options for reading instruction next year. Teachers are using ZooPhonics K-2nd, Lexia pre-k through 6th grade, and a reading series for K-6. We are working to have continuity in the building and follow grade level continuums to teach the standards and maintain high expectations. Category: Professional Learning & Support Research Cited: Literacy training and resources come from research based programs such as ZooPhonics, Lexia, Four Block Literacy, Reading Recovery and Reading Mastery strategies.

Strategy4: Guided Planning - Teachers and principal will meet regularly with specific objectives. At least three times per week teachers will meet during their planning time with content area teachers and the principal to review students' work and assessments, look at standards mastery, and have accountability within the expectations of the continuums. Category: Continuous Improvement Research Cited: KDE Novice Reduction Coach shared best practices of administrative/teacher discussions and ongoing checking of data, Expectations being developed, shared, & monitored

Goal 2: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Strategy1: Progress Monitoring Student Performance - Progress will be monitored through data review. Category: Professional Learning & Support Research Cited: Best Practice supports data review and adjustment to instruction as needed.

Strategy2: Best Practices for Instruction - The use of instructional best practices will be defined by all staff, and will be referenced in the continuums outlined by the Curriculum Team. Category: Professional Learning & Support Research Cited: Best Practices have been developed based on educational research.

Strategy1: PGES Training - Southern Elementary will work to train teachers on all aspects of the PGES. Category: Research Cited: Charlotte Danielson's Framework for Teaching

Goal 4: Novice Reduction

Measurable Objective 1: collaborate to have a 50% reduction in the percentage of students scoring novice in reading and math by 05/22/2020 as measured by the K- Prep Test.

Strategy1: Novice Reduction - We will create an improvement plan for all students scoring novice. Category: Continuous Improvement Research Cited:

The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy1: Curriculum Team - The Curriculum Team was established to identify gaps and make necessary adjustments to the curriculum. They redesigned curriculum documents and created continuums, and will meet as needed (at least 4 times per year) to adjust. They chose a math series to implement school-wide, and are currently looking at options for standards continuity for reading and writing school-wide. Category: Professional Learning & Support Research Cited: Best Practice supports identifying gaps and making adjustments

Strategy2: Literacy Focus - Resources to support literacy planning will be accessed and disseminated, and grade level teachers will plan together weekly, but teachers will more often plan as a content area team. Teachers are currently using a certain reading series that we are piloting as a school, and our Curriculum Team is looking at at least three other options for reading instruction next year. Teachers are using ZooPhonics K-2nd, Lexia pre-k through 6th grade, and a reading series for K-6. We are working to have continuity in the building and follow grade level continuums to teach the standards and maintain high expectations. Category: Professional Learning & Support Research Cited: Literacy training and resources come from research based programs such as ZooPhonics, Lexia, Four Block Literacy, Reading Recovery and Reading Mastery strategies. SY 2016-2017 Page 58 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School

Strategy3: Guided Planning - Teachers and principal will meet regularly with specific objectives. At least three times per week teachers will meet during their planning time with content area teachers and the principal to review students' work and assessments, look at standards mastery, and have accountability within the expectations of the continuums. Category: Continuous Improvement Research Cited: KDE Novice Reduction Coach shared best practices of administrative/teacher discussions and ongoing checking of data, Expectations being developed, shared, & monitored

Strategy4: Math Focus - Curriculum team will analyze schoolwide and student level math data, and will assist in the implementation of the continuity from resources. Category: Professional Learning & Support Research Cited: Best Practice supports analyzing data to adjust instruction for student needs.

Goal 2: Increase the percentage of proficient programs in the visual and performing arts, PL/CS, writing, K-3 program, and Global Competency/ world Language.

Measurable Objective 1: collaborate to increase the percentage of proficient programs in the arts and humanities, PL/CS, primary, writing, and world language by 05/24/2018 as measured by annual program reviews.

Strategy1: Primary Program - The Primary Program Review Committee, composed of primary grade level teachers, resource teachers, and the principal, will meet throughout the year to determine needs, set goals, revise curriculum expectations, and share vertical grade level exit priorities. Category: Research Cited: Kentucky's Primary Program rubric highlights best practices for instruction in the primary grades. Aligning our curriculum to national standards and following those research-based best practices will increase student learning and school achievement.

Activity - Primary Program Review Activity Funding Amount Committee Type Begin Date End Date & Source Staff Responsible The Committee, composed of primary grade level teachers, resource teachers, and the principal, will meet monthly to determine vertical Academic $0 - No Funding Primary Teachers, grade level exit priorities, identify needs, and Support 07/25/2016 05/31/2017 Required Principal create goals and actions based on the Primary Program Program Review rubric.

Strategy2: Arts and Humanities - Students will participate in and be exposed to new arts and humanities experiences. Category: Research Cited: Research has shown that exposure to arts and humanities stimulates the brain and allows students to make cross curricular connections.

Activity Funding Amount Activity - Night of the Arts, Guest speakers Type Begin Date End Date & Source Staff Responsible Students will showcase their products from art, drama, and music and complete peer critiques Principal, Media Specialist, at our Night of the Arts. Guest speakers Other 08/10/2016 05/26/2017 $0 - No Funding music teacher, classroom representing various types of art or different Required teachers, SBDM council cultures will be scheduled each grading period.

Strategy3: Writing - Students' writing instruction will include new standards and high expectations. Category: Research Cited: Best Practice supports implementation of a strong writing program that is reflectivce of the new state standards.

Activity Funding Amount Activity - Writing Committee Type Begin Date End Date & Source Staff Responsible The writing committee has revised our Writing Policy to align with the new standards and Academic $0 - No Funding Principal. SBDM council, address district expectations for each grade Support 08/22/2016 06/01/2017 Required Writing committee level. Program members

Strategy4: PL/CS - Students will participate in and be exposed to new practical living and career studies experiences. Category: Research Cited: State requirements mandate instruction in practical living and career studies. Exposure to these areas help prepare students for post-graduate experiences.

Activity Funding Amount Activity - Career speakers and College visit Type Begin Date End Date & Source Staff Responsible 5th and 6th grade students will have the opportunity to hear guest speakers from various Intermediate Team careers each week during the second Other 08/22/2016 05/29/2017 $500 - General teachers, SBDM council, semester. 6th grade students will also tour an Fund Principal area college.

Goal 3: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Goal 4: Novice Reduction

Measurable Objective 1: collaborate to have a 50% reduction in the percentage of students scoring novice in reading and math by 05/22/2020 as measured by the K- Prep Test.

Strategy1: Novice Reduction - We will create an improvement plan for all students scoring novice. Category: Continuous Improvement Research Cited: SY 2016-2017 Page 62 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School

All children-were screened for kindergarten readiness. If yes, name the assessment.

Goal 1: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Goal 2: Ensure that all teachers receive further training and are provided support and guidance of the Professional Growth and Effectiveness System (PGES) and increase the effectiveness of teachers to 100% by 2020.

Strategy1: PGES Training - Southern Elementary will work to train teachers on all aspects of the PGES. Category: Research Cited: Charlotte Danielson's Framework for Teaching

Narrative: All students are given the Brigance assessment and the Kindergarten Readiness Test, as well as ZooPhonics assessment.

The school identified specific strategies to increase the percentage of students who are Kindergarten ready.

Goal 1: Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency scores.

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy3: Literacy Focus - Resources to support literacy planning will be accessed and disseminated, and grade level teachers will plan together weekly, but teachers will more often plan as a content area team. Teachers are currently using a certain reading series that we are piloting as a school, and our Curriculum Team is looking at at least three other options for reading instruction next year. Teachers are using ZooPhonics K-2nd, Lexia pre-k through 6th grade, and a reading series for K-6. We are working to have continuity in the building and follow grade level continuums to teach the standards and maintain high expectations. Category: Professional Learning & Support Research Cited: Literacy training and resources come from research based programs such as ZooPhonics, Lexia, Four Block Literacy, Reading Recovery and Reading Mastery strategies.

Strategy4: Curriculum Team - The Curriculum Team was established to identify gaps and make necessary adjustments to the curriculum. They redesigned curriculum documents and created continuums, and will meet as needed (at least 4 times per year) to adjust. They chose a math series to implement school-wide, and are currently looking at options for standards continuity for reading and writing school-wide. Category: Professional Learning & Support Research Cited: Best Practice supports identifying gaps and making adjustments

Goal 2:

Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Goal 3: Increase the percentage of proficient programs in the visual and performing arts, PL/CS, writing, K-3 program, and Global Competency/ world Language.

Strategy1: Arts and Humanities - Students will participate in and be exposed to new arts and humanities experiences. Category: Research Cited: Research has shown that exposure to arts and humanities stimulates the brain and allows students to make cross curricular connections.

Strategy3:

Primary Program - The Primary Program Review Committee, composed of primary grade level teachers, resource teachers, and the principal, will meet throughout the year to determine needs, set goals, revise curriculum expectations, and share vertical grade level exit priorities. Category: Research Cited: Kentucky's Primary Program rubric highlights best practices for instruction in the primary grades. Aligning our curriculum to national standards and following those research-based best practices will increase student learning and school achievement.

Strategy4: Writing - Students' writing instruction will include new standards and high expectations. Category: Research Cited: Best Practice supports implementation of a strong writing program that is reflectivce of the new state standards.

Goal 4: Novice Reduction

Measurable Objective 1: collaborate to have a 50% reduction in the percentage of students scoring novice in reading and math by 05/22/2020 as measured by the K- Prep Test.

Strategy1: Novice Reduction - We will create an improvement plan for all students scoring novice. Category: Continuous Improvement Research Cited:

Activity Funding Amount Activity - Data Binders Type Begin Date End Date & Source Staff Responsible Teachers will create binders showing a plan for each student and provide evidence of student Academic $0 - No Funding growth that will be monitored by the building Support 08/15/2016 05/31/2017 Required Principal and teachers principal bi-weekly. Program SY 2016-2017 Page 69 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School

The school identified specific strategies to address subgroup achievement gaps.

Goal 1: Increase the averaged combined reading and math K-PREP scores for elementary and middle schools students from 48.2% to 74.7% in 2018-19.

Measurable Objective 1: collaborate to Increase the overall reading and math for Southern Elementary from 54.4% to 67.0% by 05/26/2017 as measured by State Testing.

Strategy2: Curriculum Team - The Curriculum Team was established to identify gaps and make necessary adjustments to the curriculum. They redesigned curriculum documents and created continuums, and will meet as needed (at least 4 times per year) to adjust. They chose a math series to implement school-wide, and are currently looking at options for standards continuity for reading and writing school-wide. Category: Professional Learning & Support Research Cited: Best Practice supports identifying gaps and making adjustments

Goal 2:

Increase the average combined reading and math proficiency ratings for all students in the non-duplicated gap group from 48.2% in 2016 to 74.7% in 2018-2019.

Measurable Objective 1: collaborate to increase the the overall reading and math for Southern Elementary from 54.4% in 2016 to 67.0 in 2017. by 05/26/2017 as measured by State Testing.

Strategy1: PGES Training - Southern Elementary will work to train teachers on all aspects of the PGES. Category: Research Cited: Charlotte Danielson's Framework for Teaching

Goal 4: Novice Reduction

Measurable Objective 1: collaborate to have a 50% reduction in the percentage of students scoring novice in reading and math by 05/22/2020 as measured by the K- Prep Test.

Strategy1: Novice Reduction - We will create an improvement plan for all students scoring novice. Category: Continuous Improvement Research Cited:

The school identified specific strategies to increase the average freshman graduation rate.

N/A (this question does not apply)

The school identified specific strategies to increase the percentage of students who are college and career ready.

N/A (this question does not apply)

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing.

Goal 1: Increase the percentage of proficient programs in the visual and performing arts, PL/CS, writing, K-3 program, and Global Competency/ world Language.

Strategy1: Writing - Students' writing instruction will include new standards and high expectations. Category: Research Cited: Best Practice supports implementation of a strong writing program that is reflectivce of the new state standards.

Strategy2: PL/CS - Students will participate in and be exposed to new practical living and career studies experiences. Category: Research Cited: State requirements mandate instruction in practical living and career studies. Exposure to these areas help prepare students for post-graduate experiences. SY 2016-2017 Page 74 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Comprehensive School Improvement Plan Southern Elementary School

Strategy3: Primary Program - The Primary Program Review Committee, composed of primary grade level teachers, resource teachers, and the principal, will meet throughout the year to determine needs, set goals, revise curriculum expectations, and share vertical grade level exit priorities. Category: Research Cited: Kentucky's Primary Program rubric highlights best practices for instruction in the primary grades. Aligning our curriculum to national standards and following those research-based best practices will increase student learning and school achievement.

Strategy4: Arts and Humanities - Students will participate in and be exposed to new arts and humanities experiences. Category: Research Cited: Research has shown that exposure to arts and humanities stimulates the brain and allows students to make cross curricular connections.

Executive Summary

Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Southern Elementary School is located in the southern part of Ohio County, Kentucky in Beaver Dam. Near the intersection of Natcher Parkway and the Western Kentucky Parkway, our school serves approximately 325 students, preschool through sixth grade. The school community is rural and includes areas of Cromwell, Baizetown, Prentiss, and Beaver Dam. The two largest employers in our school's communities are Perdue Chicken Processing and Daicel Safety Systems America. Perdue employs a large number of Hispanics which has added some diversity to our student population. The majority of our students qualify for free and reduced lunch and many receive services through our Family Resource Center and other community assistance programs.

Our staff consists of twenty-two certified employees and twenty-one classified employees, primarily female. We have fourteen kindergarten through sixth grade teachers, one preschool teacher, 2 resource teachers (1.5 special education and .5 speech), and three related arts teachers who are here now three days a week, instead of only two, due to our increase in enrollment.

Our increase in enrollment over the past three years has had benefits, but also caused challenges. It is a positive change, but change all the same. We have turned our art room into an RTI room, our teacher's lounge into the book room, our music room into a grade level classroom, and a resource room into the music room. Despite the "growing pains" we are looking for ways to meet the needs of all of our students. We are excited about our new learners and the opportunities that await.

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

The purpose of our school is to provide our students with the best educational opportunities possible. We expect both students and staff to set personal goals and work toward individual growth. We work to prepare students to be college and career ready through the mastery of national standards, utilization of current technology, and through experience encompassed within the program reviews. Our staff has determined that along with knowledge in content areas, students will be given the opportunities for experiences in practical living skills, career studies, writing, drama, music, and art.

We communicated with staff, parents, students, community members, and local business owners to compile data and information for 3-year goals. During this process, we wrote a new motto, mission statement, vision statement, and goals to carry through May 2016, and then this past summer we revised those since we have grown.

Our motto at Southern Elementary is "Learn Today....Lead Tomorrow."

Mission Statement: Southern Elementary School is dedicated to serving our community by preparing the leaders of tomorrow today.

Vision Statement: Our vision is to be a place where students want to learn and are motivated to grow and achieve personal success, a place where children are taught to be thinkers and are encouraged to dream big.

3-year goals: 1. Students and staff show individual growth to achieve an overall state ranking of Distinguished. 2. Provide appropriate technology for innovative learning opportunities. 3. Implement extra- curricular programs, college and career readiness activities, and related arts performances to promote physical and emotional wellness.

Our certified staff set individual professional growth goals for PGES and we ask our students to set goals academically and personally. Our school embodies our purpose by focusing on goal-setting and the principles of a Leader In Me school. As a 3rd year LIM school, we teach the 7 Habits associated with the process. As a staff, we try to live these habits and exhibit them daily as an example to our students on how to be happy, effective, and successful.

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Southern Elementary has continued to show overall growth over the last four year. We ranked Distinguished this year due to our student growth, with an overall score of 73.4, up from a 58.2. Although our novice percentages are still too high, we have improved in all areas in all grades.

We have also been named a Leader In Me school through the I Am A Leader Foundation three years in a row. Our Lighthouse Team was asked to present at the LIM Symposium last year.

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

It is our goal to be a part of the community and participate in the local activities as often as we can. We invite community members to our school each month for our Leadership Luncheons so local leaders can eat with our students who have been named Leaders of the Month. We also elicited community help in planting our school garden this summer and one of our new after-school clubs is a service project club for our community. We have approximately ten after-school clubs that are funded by our yearly Bobcat Run 5K, which is another community event.